Unleaded petrol and Bioethanol both contain carbon and hydrogen and release carbon dioxide when used as fuel. Which fuel is “greener” and why? Use the site, starting with the Science section: Combustion to research your answer which should be produced as a 5 slide presentation showing both sides of any argument and your own conclusion(s).

Again, even when based on available resources, final use requires appropriate planning and may “develop” beyond the original resource, even to the point of it being worth re-sharing with the global education community.

Team and group discussion have historically required students to be in the same place at the same time, but the option exists now for these to be enabled by technology, so that contributors may be physically remote and may have the choice of live or asynchronous participation, all of which might be logged, for their own review or for assessment purposes. Team and group activities can be blogged as they proceed.

In terms of activities designed to develop higher order thinking, there is scope for the use of concept or mind maps to help articulate difficult relationships and to share meaning and these can be exported simply e.g. as outlining for a piece of structured writing. Where e.g. comprehension or précis have tended to be individual activities, sharing with Web 2.0 tools can make them a group activity, whilst preserving the option to assess individual contributions. Oral presentations are sometimes difficult for students, but changing from live to podcasted versions offers new possibilities, enabling some honing of performance unavailable in the one shot live delivery and providing a record for review or assessment.